default, it was reluctantly agreed to stimulate them by money

payments. The State set up a machinery of examination both in

Science and Art and for the elementary schools; and payments,known

technically as grants, were made in accordance with the examination

resultsattained, to such schools as Providence mightsee fit to

send into the world. In this way it wasfelt the Demand would be

established that would, according to the beliefs of that time,

inevitably ensure the Supply. An industry of "Grant earning" was

created, and this would give education as a necessary by-product.

In the end this belief was found to need qualification, but Grant-

earning was still in full activity when I was a small boy. So far

as the Science and Art Department and my father are concerned, the

task of examination was entrusted to eminent scientific men, for the

most part quite unaccustomed to teaching. Yousee, if they also

were teaching similar classes to those they examined, it wasfeared

that injustice might be done. Year after year these eminent persons

set questions and employed subordinates to read and mark the

increasing thousands of answers that ensued, and having nodoubt the

national ideal of fairness well developed in theirminds, they were

careful each year to re-read the preceding papers before composing

the current one, in order tosee what it was usual to ask. As a

result of this, in the course of a few years the recurrence and

permutation of questions became almost calculable, and since the

practicalobject of the teaching was to teach people not science,

but how to write answers to these questions, the industry of Grant-

earning assumed aform easily distinguished from any kind of genuine

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